There's no getting around it: we're all a little bit biased. But when do harmful implicit biases, like racial judgements, form? Developmental psychologist Lori Markson and her colleagues have identified racial bias in preschool children aged three to six years old. Despite learning that kids this age—both black and white—prefer white teachers, or that white kids trust black adults less, Markson is not pessimistic about the future of race relations—in fact she's the opposite. The more data we can collect on racial bias, the more information we have to develop strategies to close social divides. Based on the research she presents here, Markson outlines three strategies—diversity exposure, bias intervention, and cross-race friendships—that can help to end racist behavior in the next generation, and hopefully in the current one. This video was filmed at the Los Angeles Hope Festival, a collaboration between Big Think and Hope & Optimism.
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As I mentioned, I’m at Washington University which is in St. Louis. It’s actually quite a beautiful city. I moved there from Oakland, California—that was the place I had lived before that. And moving there—having only lived on both sides of the country and never in the middle, and I guess moving in particular to this city—really opened my eyes to some of the systemic racism that was apparent in the city. It’s a great place and it also has a big divide.
In fact, locally—and I’m not sure if this goes on outside the city as well—it’s often referred to as the divided city, and there’s even a line that demarcates where that divide takes place. I live one block from that line and I was seeing, regularly, all kinds of things happen that were really eye-opening to me. I think that the country’s eyes got opened even wider after Ferguson and many other events that continue to happen around the country. But as a developmental psychologist I really took a lot of this to heart because I was thinking about my kids and the kids that I was seeing in my lab, and those kids that weren’t coming into my lab and that I know lived across that line.
And what should we and could we potentially be doing, both for the kids but also looking at kids with some hope for the future? Now what we do know, sadly, in children is that there already are implicit biases that you can pick up and observe in kids at five to six years of age. This is one example of a study that my colleague Melanie Killen did. She is at University of Maryland, so close to Baltimore, and what she found is that different children will interpret these scenes very differently. And what she discovered in this particular study is that black kids actually are much more optimistic about race than white kids. Already by first grade, which is the kids she tested in this study, the white kids were having much more negative or pessimistic kinds of interpretations than the black children who were trying to have much more positive interpretations. An interpretation that’s positive, for example, would be like, “Oh, it looks like he fell off the swing and the other kid was waiting to see if he needed help.” A not so positive interpretation would be something like, “I think he pushed him off the swing so that he could use it.”
So what we were thinking about is how might we go ahead and take action and be looking at the kids? What could we do earlier? Are we already seeing that these biases are developing already in the preschool years? What might we be doing, are there ways that we can step in and intervene on this?
So we know that babies notice differences between people of all kinds, whether people speak different languages, have different color skin, act differently. We also know that by three years of age children are already noticing power and status differences, and that by five or six years of age, as I said, we’re already seeing implicit biases about these. What is happening in the preschool years? We wanted to ask a few questions. I’m only going to show you two things that we’ve been looking at in this.
Read more at BigThink.com: http://bigthink.com/videos/lori-markson-racism-begins-in-preschool
Follow Big Think here:
YouTube: http://goo.gl/CPTsV5
Facebook: https://www.facebook.com/BigThinkdotcom
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As I mentioned, I’m at Washington University which is in St. Louis. It’s actually quite a beautiful city. I moved there from Oakland, California—that was the place I had lived before that. And moving there—having only lived on both sides of the country and never in the middle, and I guess moving in particular to this city—really opened my eyes to some of the systemic racism that was apparent in the city. It’s a great place and it also has a big divide.
In fact, locally—and I’m not sure if this goes on outside the city as well—it’s often referred to as the divided city, and there’s even a line that demarcates where that divide takes place. I live one block from that line and I was seeing, regularly, all kinds of things happen that were really eye-opening to me. I think that the country’s eyes got opened even wider after Ferguson and many other events that continue to happen around the country. But as a developmental psychologist I really took a lot of this to heart because I was thinking about my kids and the kids that I was seeing in my lab, and those kids that weren’t coming into my lab and that I know lived across that line.
And what should we and could we potentially be doing, both for the kids but also looking at kids with some hope for the future? Now what we do know, sadly, in children is that there already are implicit biases that you can pick up and observe in kids at five to six years of age. This is one example of a study that my colleague Melanie Killen did. She is at University of Maryland, so close to Baltimore, and what she found is that different children will interpret these scenes very differently. And what she discovered in this particular study is that black kids actually are much more optimistic about race than white kids. Already by first grade, which is the kids she tested in this study, the white kids were having much more negative or pessimistic kinds of interpretations than the black children who were trying to have much more positive interpretations. An interpretation that’s positive, for example, would be like, “Oh, it looks like he fell off the swing and the other kid was waiting to see if he needed help.” A not so positive interpretation would be something like, “I think he pushed him off the swing so that he could use it.”
So what we were thinking about is how might we go ahead and take action and be looking at the kids? What could we do earlier? Are we already seeing that these biases are developing already in the preschool years? What might we be doing, are there ways that we can step in and intervene on this?
So we know that babies notice differences between people of all kinds, whether people speak different languages, have different color skin, act differently. We also know that by three years of age children are already noticing power and status differences, and that by five or six years of age, as I said, we’re already seeing implicit biases about these. What is happening in the preschool years? We wanted to ask a few questions. I’m only going to show you two things that we’ve been looking at in this.
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